"My Best Teacher" is a work by the American writer David Irving. It is about a teacher named Wrightson who "taught" wrong zoological knowledge to his students in class. , he told the truth only after all the students failed the test. The following is the teaching reflection of the text "My Best Teacher" that I compiled for you. If you like it, please come and share it. "My Best Teacher" Text Teaching Reflection 1
Teachers and students are learning the lesson "My Best Teacher" in a relaxed and cheerful manner.
Questions written on the blackboard, questions, why do you say Mr. Wrightson is my best teacher? Students quickly read the text and find the answer. Soon the students were able to communicate that he was my best teacher because he made us understand a truth in his lectures, not to be superstitious about books or authority. What kind of lecture was it that made us understand this truth? Students read the text again and summarize what happened. During the exchange and demonstration, the middle school students suddenly understood the importance of daring to question and being good at asking questions.
How relaxed and comfortable learning becomes when teachers and students are equal in questioning and discussing.
What a great teacher, what we need in the future in our study and life - students should receive the topic immediately, but they should not be superstitious about books or authority, dare to question, and be good at asking questions.
What a good teacher, what a good truth he told us. We must be independent-minded and thoughtful in learning and living in the future. So who is the best teacher we have ever encountered in our student lives? We communicate freely, and students either narrate or outline their own best teachers. Be the best teacher you can and your students will appreciate you deep in their memory. "My Best Teacher" Text Teaching Reflection 2
Looking back on the teaching of this class, considering that this text is a skimming text, I tried to cut off the branches and leaves in view of the important and difficult teaching points of this class. , clarify the main line of the text and highlight the main body, thereby improving teaching efficiency. After perceiving the text as a whole, I began to design a question like this: "Where can we see that Mr. Whitson is a person with unique teaching methods and a very personal personality." Focusing on the students' concerns, "What is Whitson like?" "Teacher" and "Why is he the best teacher" lead students into the text. Let students understand the characteristics of Mr. Whitson and understand the true intention of Mr. Whitson's unique teaching methods; understand "my" praise for Mr. Whitson and appreciate the importance of independent thinking ability and scientific skepticism. This allows students to truly enter the text, approach Mr. Whitson's "adventurous" classroom, and experience Mr. Whitson's unique teaching style.
After class, I asked Mr. Wrightson whether he was the "best teacher"? Let students discuss. The students quickly divided into two camps, those who thought the teacher was the best and those who opposed it. After getting to know Mr. Wrightson, a teacher with personality, and accepting his unique teaching methods, more and more students tend to think that Mr. Wrightson is the best teacher. However, there are still a small number of students who insist on their own opinions. They believe that: independent thinking, There is nothing wrong with the ability to judge and the spirit of daring to doubt, but I cannot accept Teacher Wrightson's weird approach.
Through teaching, I strive to let students know that the reason why Mr. Wrightson is the best teacher is that he is ingenious, truly educates people from a developmental perspective, and educates true people. Facts tell us that we do need teachers like Whitson now. "My Best Teacher" Text Teaching Reflection 3
"My Best Teacher" is a skimming text in the fifth group of texts in the second semester of sixth grade. It mainly talks about Mr. Wrightson's unexpected actions, original teaching methods and his philosophy of life in educating students: don't be superstitious about books or authoritative events. This unit is organized around the theme of "Scientific Spirit". There are two learning focuses in this unit: first, to understand the meaning of scientific spirit (this lesson is to understand the importance of independent thinking and skeptical spirit); second, to learn to use concrete A way of expressing facts that illustrate the truth.
In the teaching of this lesson, we guide students into the text and get closer to the protagonist by focusing on the students’ concerns: “What kind of teacher is Whitson?” and “Why is he the best teacher?” Seize the key point "When I read (?), I felt that Mr. Wrightson was a teacher of ()", and guide students to figure out the character's psychology, imagine the classroom scene, and express themselves in other people's shoes. Teaching is carried out by grasping the "people", and then guiding students to understand "why Mr. Whitson is the best teacher" through three levels: understanding the characteristics of Mr. Whitson; changing roles to understand the true intention of Mr. Whitson's unique teaching method ; Through the emotional conflict before and after, understand "my" praise for Mr. Wrightson, realize the importance of independent thinking ability and scientific skepticism, and allow students to appropriately express their own personalized reading experience. This allows students to truly enter the text, approach Mr. Whitson's "adventurous" classroom, and experience Mr. Whitson's unique teaching style. And at the end of this lesson, let the students express their praise and say, do you like this kind of teacher? Integrate reading, writing, and oral communication into one, hone students' Chinese abilities, and highlight the humanistic nature of the Chinese subject.
After calming down and looking back, the class lacked Chinese flavor.
Although I took the students to experience Mr. Wrightson's personality charm, I did not study the text with the students and chew on the key words and sentences of the text. Therefore, it cannot play a big role in students' Chinese ability. Furthermore, when asking students to tell stories about not being superstitious about authority, not superstitious about books, and daring to innovate, students should be guided not only to find such examples from their previous readings, but also to start with themselves. This will not only allow students to further understand the principle of not being superstitious about books or authority, but also identify breakthrough points for the difficult points in this lesson and provide guidance for students' writing. Finally, let students write a few sentences about their own learning, aiming to combine reading and writing and develop students' language skills. But in the end, due to the short time, this link was hastily changed to after-school homework as a continuation of this lesson.
As a Chinese teacher, you should pick up Chinese books, calm down and read, immerse yourself in the text, and find the entry point of the problem, so that students' Chinese ability can be effectively improved in the classroom. At the same time, this text also gave me great inspiration as a teacher.